In considering the Cambridge School of intellectual history, we should distinguish Skinner's conventionalism from Pocock's contextualism whilst recognising that both of them argue that the study of a text's linguistic context is at least necessary and perhaps sufficient to ensure understanding. This paper suggests that although "study the linguistic context of an utterance" is a valuable heuristic maxim, it is not a prerequisite of understanding that one does so. Hence, we might shift our attention from the role of linguistic contexts (...) in understanding a text, to the role of ideational contexts in our explanations of meanings or beliefs. The explanatory role of contexts can be unpacked in terms of traditions and dilemmas. Here the paper also considers how this approach differs from that of the Cambridge School. (shrink)

: The study of perfection, progress and evolution is a central theme in the history of ideas. This thesis explores this theme seen and understood as part of a discourse in the new fields of anthropology, sociology and psychology in the nineteenth century. A particular focus is on the stance taken by philosophers, scientists and writers in the discussion of theories of human physical and mental evolution, as well as on their views concerning the nature of social progress and historical (...) change. The wisdom and feasibility of improving the human species is discussed alongside an analysis of new methods of investigating and measuring physical and mental attributes of the human organism.The instruments used to assess the development of mind, body and society are described, and are viewed as part of an increased emphasis on the use of technology as an integral part of modern life, and as a means toward the ordered gathering of information in social-scientific practice. An international perspective is taken by observing the way in which ideas about the physical and mental development of humankind was discussed in light and consequence of English and European scientific exploration in the Southern Hemisphere. Further, an evaluation is made of the manner of the spread of new thought in the social sciences from the intellectual and cultural 'centre' of England and Europe to the Anglo-European community located at the 'periphery' in Australia in the late nineteenth century. In particular the educative role played by the non-professional enthusiast as a pivotal conduit for the dissemination of these ideas is highlighted and linked back to a significant tradition of amateur scholarship as a central phenomenon in the study of the history of ideas. (shrink)